PARENTAL INSIGHTS ON EARLY CHILDHOOD EDUCATION: EVALUATING THE IMPACT OF QATAR’S NEW KG1 ENROLMENT AGE POLICY

Abstract

The current study explores parental perceptions of Qatar’s new Kindergarten 1 enrollment age policy, which mandates that children be three years old by September 30 for admission to private schools. Grounded in Social Cognitive Theory, Vygotsky’s Sociocultural Theory, Bronfenbrenner’s Ecological Systems Theory, and the Theory of Planned Behavior, this study explores how parental concerns and satisfaction shape views of developmental and well-being benefits for children enrolled at age 3. Despite Qatar’s efforts to enhance early childhood education quality and access, aligning with Qatar National Vision 2030, little is known about how this policy affects families’ educational decisions and experiences. Using a quantitative, cross-sectional survey design, data were collected from 117 private school parents in Qatar. Multiple linear regression analysis tested three hypotheses: H1 posited that concerns about preparedness, social adjustment, and pressure negatively predict perceived benefits; H2 predicted that satisfaction positively predicts benefits; and H3 proposed that both factors together significantly predict benefits, with opposing effects. Findings revealed moderate perceived benefits, with satisfaction strongly predicting positive perceptions (H2 supported), while concerns had a negligible, non-significant effect (H1 not supported). The combined model was significant, explaining 78% of variance, but driven by satisfaction (H3 partially supported). These results suggest that parents prioritize positive experiences over readiness concerns, reflecting cultural collectivism and resource access. Theoretical implications refine these frameworks by emphasizing satisfaction’s role in collectivist settings, while policy implications urge enhanced support systems to boost satisfaction and address subtle concerns. Limitations include sampling bias toward educated parents, self-report bias, and the cross-sectional design’s temporal constraints. Future research directions propose longitudinal studies, qualitative cultural explorations, broader sampling, multi-stakeholder perspectives, and intervention trials to deepen understanding and inform equitable early childhood education policy in Qatar.

Date of Award	2024
Original language	American English
Awarding Institution	HBKU College of Public Policy